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Questionnaire Preliminary version Anastasia Vlasova 11-03-2004 Why children don’t like physics? “Boring and difficult”!? How to make physics more interesting for pupils: Game (PC games, board games, academic games, etc.) Experimental Database Using Mnemonics on Physics Lesson

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Questionnaire preliminary version l.jpg

QuestionnairePreliminary version

Anastasia Vlasova

11-03-2004


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Why children don’t like physics?

  • “Boring and difficult”!?

    How to make physics more interesting for pupils:

  • Game (PC games, board games, academic games, etc.)

  • Experimental Database

  • Using Mnemonics on Physics Lesson


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Research scheme

Physical Part of Research

TEST:Student’s Understanding about

State of Aggregations

and Phase Transitions

Developing DB of

Experiments and Games

Educational Aspects of Research

TEST:Games and Jokes on Lesson.

Teachers’ and students’ view.


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Research Scheme (continue)

Implementation of

Entertaining Physics Idea

On Physics lesson

on experimental group

Test (Control and

Experimental groups).

Results Comparing


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Common description of tests

  • Short (not more then 15-20 min)

  • Web-based

  • Include different types of questions

  • 4-point scale

  • Common questions: age, grade, gender, last physics mark.


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Physics Questions

  • Which of the states of aggregations can you remind? What is different and common between them? Draw a picture or/and explain by words.

  • What is phase transition? You can explain by words or draw a scheme. Explain briefly, if you can, what happens with the substance during phase transition. (Which physical characteristics of substance change and which don’t?)

  • Draw a graph (or scheme) of temperature changing, which can show as much as possible amount of state of aggregations and of phase transition. You can choose a substance.


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Data processing

Answers will be divided into several groups:

  • Correct/not explanation (state of aggregation)

  • Correct/not picture

  • Correct/not explanation or scheme (phase transition)

  • Correct/not graph

    (different combination of this groups will be examined)


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TEST:Games and Jokes on Lesson.Teachers’ and students’ view

I part

  • Is physics interesting or boring for students? (4p scale)

  • How can you imagine interesting physics lesson? (open question)


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TEST:Games and Jokes on Lesson.Teachers’ and students’ view

II Part (4 p scale ‘often-never’ real and ‘often-never’ wishes or ‘like-dislike’)

  • What if on lessons a teacher will…

  • Use cartoons or comics

  • Joke or tell anecdotes about physics laws and famous physicists

  • Involve you to play games (based on famous tv-games)?

  • Give a serious lecture

  • Learn and sing with student a song reflecting physics terms or laws


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TEST:Games and Jokes on Lesson.Teachers’ and students’ view

  • On physics lessons do you want to…

  • Play PC Quest, which can show you some physics law

  • Play intellectual games, based on physical questions versus to your classmates

  • Play intellectual games, based on physical questions on PC

  • Play board games, based on physical questions

  • Make lots of experiments

  • Observe teacher’s demonstrations

  • Observe animations of physics laws and phenomena


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TEST:Games and Jokes on Lesson.Teachers’ and students’ view

  • As home task you prefer to have

  • Drawing comics, which reflect physics law or explain a physics terms

  • Writing stories, fairy tales or poems, which reflect physics law or explain a physics terms

  • Finding information in Internet

  • Making a computer based presentation for lesson about the topic you prefer

  • Making experiments at home

  • Solving problems

  • Summarizing chapter from the textbook

  • Making a parody on famous songs, which reflect physics law or explain a physics terms


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Date processing

  • How creative do students want to be on physics

  • How active/passive do they want to be

  • What they prefer PC or human communication

  • Correlation between mark and interest, activity

  • Age differences

  • Gender differences


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